人教版PEP三年级英语下册《Unit 4 第一课时》教案
2020人教版PEP三年级英语下册精编教案第一课时课时内容A. Let’s talk. Let’s play.课时分析在Let’s talk部分，呈现了John和Mike之间的对话。
要放学了，Mike在收拾书包时找不到自己的文具盒了，于是询问John，在John的帮助下在书桌里找到了它。
接着又在自己的书下找到了铅笔。
在这个过程中呈现了本课需要学生听懂、会说的句式：Let’s go home! Where is my pencil box? It’s in your desk. Silly me!其中on, in, under, desk都是本单元需要达到听懂、会说、认读的三会单词。
Let’s play的游戏中，黑板上呈现了本课的重点句式结构：Where is my ____? It’s _____ the ________. 吴一凡和Sarah分别拿着单词卡片放在正确的横线上，以补全对话。
这是个帮助学生熟悉、掌握重点句式结构的活动，在玩的过程中，学生可以由初步了解重点句式结构过渡到熟悉句式结构，为自由表达奠定基础。
本课时的主要内容是描述物品的位置，可以在教学过程中，利用教室内的人及物品来进行游戏操练，让学生在熟悉的环境中，真实的场景下使用语言，从而真正达到听懂、会说的目标。
在学习本课重点句式前，有必要复习有关文具的单词，以保证学生能够真实的交流。
课时目标1. 能够听懂、会说单词：in, under, desk2. 能够听懂、会说句型：Where is ...? It’s in/under...?3. 能够在真实或模拟的情景中正确使用句型Where is ...? It’s in/under...?来询问或回答物品的位置。
4. 能够借助实物或图片的帮助与同学进行积极的英语交流。
课时重难点1.重点能够听懂、会说单词：in, under, desk能够听懂、会说句型：Where is ...? It’s in/under...?2. 难点能够在真实或模拟的情景中正确使用重点句型Where is ...? It’s in/under...?来询问或回答物品的位置教学准备1. 多媒体课件、录音机、磁带。
2. 单词卡片，文具实物。
教学过程Step 1 Warm up1. 播放歌曲：Finger family.Daddy Finger, Daddy Finger, where are you? Here I am, Here I am. How do you do?Mummy Finger, Mummy Finger, where are you? Here I am, Here I am. How do you do?Brother Finger, Brother Finger, where are you? Here I am, Here I am. How do you do?Sister Finger, Sister Finger, where are you? Here I am, Here I am. How do you do?Baby Finger, Baby Finger, where are you? Here I am, Here I am. How do you do?Teacher：Boys and girls, Let’s listen to a song. Then do actions and sing it together.设计意图：这首儿童歌曲节奏欢快，学习起来比较容易，歌词中包含第二单元中学习到的家庭成员类的单词，又有where引导的询问位置的问句，与本课内容紧密相关。
以这首歌曲开场，既可吸引学生的注意力，激发学生的兴趣，又可以起到温故引新的作用。
✪Step 2 Lead in1.询问学生自己手指的位置，引出单词in, under。
Teacher：Boys and girls, this is my Mummy Finger. （把食指放在一本书里）Where is my finger? Say with me, in the book. in, in, in. Let’s spell it together. （板书单词in）（把食指放在书下，再提问）Now, where is my finger? Yes, it’s under the book. Say with me, under, under, under. Under the book. （板书单词under）设计意图：由询问手指的位置来引出本课的重点单词in, under，学生由歌曲内容自然转入新知识的学习。
由手指位置来直观展示新的单词，学生能够自然理解单词的意思。
板书和拼读帮助学生认读单词。
✪Step 3 Presentation1. 把书放在不同的位置，并进行询问，引导学生用完整的句子来回答其位置。
同时，讲解单词desk。
Teacher: Where is my book? （板书句子）Yes, it’s in the desk. Say with me. The book is in the desk. This is the desk. Le t’s spell it，desk. （板书单词desk，再板书句子It’s in the desk.）Now，where is my book? Yes, it’s under the pencil box. Say with me. The book is under the pencil box. （板书句子It’s under the pencil box.）设计意图：由上一环节中用到的书引出完整的问答句，在学生理解重点单词的基础上，使其初步理解重点句式，为理解教材中的对话内容服务。
2.播放教材对话录音，学生认真倾听，寻找答案。
Teacher：I know my book is under the pencil box. And my pencil box is on my book. But Mike doesn’t know where his pencil box is. Now, let’s listen to the dialogue. Try to answer, Where is Mike’s pencil box?Teacher: Now, who can answer my question? Yes, it’s in his desk.设计意图：学生带着任务听录音，以培养他们认真倾听及抓住重点词句倾听的能力。
✪Step 4 Practice1.播放课文录音。
学生跟读课文。
Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.2. 自由读课文，针对对话内容进行交流。
Teacher：Who are they? What does John want to do? Where is Mike’s pencil box? Where is Mike’s pencil? What does Mike think about himself? What do you think about him?设计意图：通过跟读课文掌握重点单词和重点句式的发音。
再通过问答交流，引出其他两个重点句式：Let’s go home! Silly me! 同时检验学生能否真正理解对话的内容。
让学生讨论对Mike的看法，引导学生形成整理自己的文具的习惯和意识。
3. 分角色朗读课文。
Teacher: Let’s read the dialogue in roles. Who wants to be John? Who wants to be Mike? Let’s find the best pair.设计意图：通过分角色朗读课文，使学生能够达到正确朗读对话，理解对话内容的目标。
4. 快速变换自己的物品的位置，请学生说一说。
Teacher: You know where Mike’s pencil box and pencil is. Look, where is my pencil? Where is my pencil now? Where is my book? Where is my pencil box?设计意图：在学生能够正确读出重点句式的基础上，通过实物的帮助，来使学生在真实的场景中正确应用本课学到的重点句式，本活动主要练习答句的表达。
5. 两人小组活动，针对自己的学习用品进行问答练习。
Teacher：Let’s do a pair work. Please ask and answer in pairs. You can use the sentences structures on the blackboard.Teacher：Which pair wants to show your dialogues?设计意图：学生通过黑板上的句式结构来进行两人小组问答。
这样的活动能使所有学生都参与到活动中，同时，既练习了问句也练习了答句。
学生必须根据物品的实际情形来选择使用正确的词汇来进行交流，达到了使其在真实的场景中使用句型的目的。
Step 5 SummaryTPR活动，Where is it? 学生边跟教师说韵句，边把物品放在相应的位置上。
Teacher: Let’s say a chant. And you should put the things at the correct place.Where, where, where, where is the book?In, in, in, it’s in the desk.Where, where, where, where is the book?Under, under, under, it’s under the desk.Where, where, where, where is the pencil?In, in, in, it’s in the book.Where, where, where, where is the pencil?Under, under, under, it’s under the book.教师可根据时间情况，选择更多的物品进行询问，让学生边说边放好位置。
设计意图：这既使学生重现、巩固了重点句式、词汇的听、说，又加深了他们对重点句式、词汇意思的理解。
PEP小学英语三年级下Unit4第一课时全英说课稿
PEP小学英语三年级下Unit4第一课时全英说课稿第一篇：PEP小学英语三年级下Unit4第一课时全英说课稿Good afternoon, everyone!It's a great honor for me to be here to present my lesson, I'm going to talk about the first lesson of part A in unit 4, Do you like pears? As we all known, the first lesson includes two parts:Let’s talk and Let’s practice.In Let’s talk, it mainly deals with the dialogue about Do you like sth(about fruits)? Yes, I do./No, I don’t.What about sth? I like them very much.And in Let’s practise, it provides a real situation for the students to practise the pattern: Do you like sth? And the answer:Yeah, very much.Here you are.Thanks.The first, analysis of the students: Our students are Grade 3, they are naturally lively, curious, like to express themselves, but some students are easily distracted in class.Therefore, how to attract their attention, let them to actively participate in class is the key to this lesson.Since the topic we learned closer to our life, the students are familiar with the background, mainly to learn words and sentences, through practise and games to master.Second, teaching aims: It’s easy to know that, to enable the students to master the new words: pear, peach, orange and apple, maybe like as well.Then, to enable the students to understand and speak: Do you like sth? Yes, I do./ No, I don’t.What about sth? I like them very much.Make sure that students can use these sentences in real life.So the key-points of this lesson is:(1)To help students ask and answer the questions.(2)To enable them to study in groups and co-operate skillfully.(3)To develop their interests in English.The following is difficult points, to help the children truly master the sentences and make sure they can use them in real situations.Now, I will mainly talk about this part, the third,teaching procedures and purposes of my designing.It will be finished in three steps.------Step one, Warm-up and preview a.Free talk between T and Ss about food and fruits.b.Do some things, for example: Show me the hamburger.Drink some tea.c.Review the numbers by asking: “How many crayons do you have?” or sing a song “one two three four five”.Purpose: It is important to form a better English learning surrounding by singing and doing some total physical response, and at the same time it provides situations to review learnedknowledge for the next step.------Step two, Presentation First, let the children think freely, what fruit do you like best? Draw it on the paper as soon as you can.Then, invite two children to show their works, use the pattern——I like…to express.Then, list the fruits on the PPT, teach them to read all the words one by one, pay attention on the pronunciation, make sure everyone can read them fluently.During this period, I use many small games to help them, it will be funny and exciting.Next, I express the fruit I like, in order to guide the students to state their likes.After it , I should ask, if you want to buy some fruit for your friend for his birthday, but you don’t know which fruit he likes, so how would you do?I’ll teach them the following, From I like sth, to you like sth, and to Do you like sth? Answer---Yes, I do./ No, I don’t.Let them work in pairs to practice.And then, I can use the key structure Do you like sth?/What about sth? I like them very much.Explain the sentences in detail, call the children to use them to ask and answer.Well, remember to encourage the students who have done a good job.In the following, I will say Are you tired? Let’s watch a cartoon,OK? Let us have a look what kinds of fruits Amy likes? Play the cartoon.After finishing it, let them answer thequestions in English.a.Amy(不)喜欢什么水果？b.她们最后买了哪些水果？Encourage the students who gave the correct answer first.Show the dialogue, let them read it in different forms.Then give a few minutes to prepare the conversation, then act out.Don’t forget to help the children correct their pronunciation if necessary.------Step three, Consolidation.“Do a survey.”In this part , I’ll divide students into groups, every group should finish a form like this.Then we can do some practice, like “ How many people like peaches? Three, four or five.”Here is the purpose, task-based teaching is used here to develop students’ ability of communication and also their ability of cooperation will be well st, of course, homework: Tell the children to ask their family, what fruits does your mom, dad or grandfather like? Write them down, and share the work with classmates next time.By using: My mother(fathergrandmotherbrothersister)likes第二篇：pep小学英语四年级上册Unit4第一课时说课稿Unit 4 Part A Let’s learn and let’s do说课稿Hello, everyone!T oday I’m glad to be here to share my teaching design with you.I’m going to talk about Unit 4 Part A Let’s learn and let’s do of PEP Primary English, Book 3.我将从教材分析、教法学法、教学过程、教学评价手段四个方面对这节课进行分析。
PEP小学英语三年级第四单元第一课时教案详案
Unit 4 We love animalsLesson 1一．教学内容：认识动物词 pig, bear,cat,duck,dog.二．能力目标：在创设的情景中，学生能够说这些动物。
1.知识目标：培养能听懂、会说单词pig,dog,bear,cat,duck .并能够理解句子What`s this? It`s____2. 能力目标：在创设的情景中，学生能够说这些动物。
3.情感目标:（1）培养学生浓厚的学习兴趣。
（2）学生爱护和保护动物的情感的培养。
(3)了解《中华人民共和国动物保护法》的规定，呼吁孩子们保护动物三．教学重难点：学会单词pig, dog, duck, bear, cat,并且学会使用这些单词。
四．教学准备：1. 动物图片,pig,bear, dog, duck 等。
2.课件五.教学过程1.Greetings(2m`)T:Good afternoon,boys and gilrs. And goodafternoon ,all the teachers.OK,now ,let`s begin our class.I`m very happy to come here.So ,first ,let me tell you myself.Now, you see ,this is my ID card(show ID card)And my name`s Lily.OK,now, everybody, read after me :“Lily（teach to read 3 times）Yes,So my name`s_______?(use my lip to encourage students to say the word)Ss:LilySo my name`s_______?(3times)And you can call me :”Lily”.2.Warm-up(5m`)OK,boys and girls,now, warm-up.When I sing:if you`re happy,clap your hands.you should clap your hands like this pa pa (clap clap).OK,now ,everybody,show me your hands ,show me your hands and follow me.(clap clap)When I sing:if you`re happy,clap your hands.you should clap your hands like this pa pa (clap clap).if you`re happy, clap you hands,pa pa(clap clap)If you`re happy, if you`re happy,please clap clap your hands.pa pa,pa pa pa(clap clap ,clap clap clap)When I sing the song,you should clap your hands.OK?OK,let`s begin.If you`re happy,clap your hands. pa pa (clap clap).If you`re happy, clap you hands,pa pa(clap clap)If you`re happy, if you`re happy,please clap clap your hands.pa pa,pa pa pa(clap clap ,clap clap clap)OK,once again.3.Boys and girls, today many animals come here with me. Let`s get to know them.Please look!(play the flash)(4m`)(show the first picture ) and ask:Do you know what`s this?Ss:____Yes ,it`s a pig(show the word)Now read after me:pig pig pig(show other words about animals)“bear cat duck dog”OK,now, let`s read these words once again.4.(show students the pictures of animals)(3m`)Ok,everybody,now,please look at the pictures.What`s this? It`s_a___5.(Play a game)(4m`)Boys and girls,now ,let`s play a game.This guoup, You represent the pig .One ,two, three, The three rows, You represent the bear.One ,two, three,. The three rows, You represent the cat.One ,two, three,. The three rows, You represent the duck.This group, You represent the dog.When I read the word”pig”, this group should stand up at once.So, When I read the word”pig”, this group should stand up at once.When I read duck,these rows should stand up.When I read bear,these rows should stand up.When I read cat,these rows should stand up.When I read dog,this group should stand up.Ok,now,Let`s try.Pig(ask students to stand up):”stand up, stand up.”(3 times)6.(3m`)OK,Let`s look at the screen again.These animals are so cute.What animals do you like?为什么野生动物越来越少呢？学生回答——————（教师总结：人类的捕杀，环境的破坏）提出《中华人民共和国野生动物保护法》《中华人民共和国野生动物保护法》第五条：中华人民共和国公民有保护野生动物资源的义务，对侵占或者破坏野生动物资源的行为有权检举和控告。
pep人教三年级英语下册 Unit 4教案(英文版).doc
Unit 4 Where’s my car?课时: Period 1教学内容：A Let’s learn Let’s play Let’s spell教学目标知识与技能：1. Talk about where things are;2. Inquire where things are;3. Learn the using of preposition “on, in, under”4. Can listen speak read the sentencesA:where is my（the）...?B:It's on(in)the...过程与方法：Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：P upil is interested in the activity.教学重点：New words: on in under chair desk where car is.教学难点：Pupil can make up some dialogues with them.教学准备：T’s word cards教学过程：Step 1 Warm upT: Good afternoon, boys and girl. Nice to meet you.T: Where is your nose? Where is your mouth? Touch your mouth. Where is your ear? Yes. Good. Where is your pencil? Where is your ruler? Show me your pen! It’s a box. It’s a car. Oh, What’s missing?Step2 PresentationT： My car is missing. Where is my car? (Ss read where is my car？) T: Look, look, look. Here is it! It’s on the desk. (Teach on the desk, On on on, on the desk.)Where is my car? It’s on the desk.Step3 Let’s practiceT: Where is my car? Ss: on, on, on, on the desk.T/S: Where is my pencil case? Ss: on on on, on the desk.T/S: Where is my ruler? Ss: on on on, on the pencil case Step4 PresentationT: Where is my book? (Teacher is looking for it )T: Er-eh! Where is my book?T: On your desk?T: On your chair?T/S: Oh, look！It’s under the chair.T: Under, under (Read and show the word card un-der) Under， under， under the chair. (Ss read it )T: where is my book? Ss：under，under，under the chair. Like this teach the preposition in and toy car/ in the toy box T: It’s a toy car. I have a toy car too. (toy car )B-oy, boy, t-oy, toy, toy, toyT：I have many toys. Toy bear. Your turn! (Ss do)Put it in the box. Toy boat, I put it in the box.T：Now, I have a toy box. (Teach toy box)It’s in the toy box.T: Toy … , It’s in the toy box.T:Take out a toy，put it on the box。
pep人教三年级英语下册 Unit 4教案(英文版).doc
Unit 4 Where’s my car?课时: Period 1教学内容：A Let’s learn Let’s play Let’s spell教学目标知识与技能：1. Talk about where things are;2. Inquire where things are;3. Learn the using of preposition “on, in, under”4. Can listen speak read the sentencesA:where is my（the）...?B:It's on(in)the...过程与方法：Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：P upil is interested in the activity.教学重点：New words: on in under chair desk where car is.教学难点：Pupil can make up some dialogues with them.教学准备：T’s word cards教学过程：Step 1 Warm upT: Good afternoon, boys and girl. Nice to meet you.T: Where is your nose? Where is your mouth? Touch your mouth. Where is your ear? Yes. Good. Where is your pencil? Where is your ruler? Show me your pen! It’s a box. It’s a car. Oh, What’s missing?Step2 PresentationT： My car is missing. Where is my car? (Ss read where is my car？) T: Look, look, look. Here is it! It’s on the desk. (Teach on the desk, On on on, on the desk.)Where is my car? It’s on the desk.Step3 Let’s practiceT: Where is my car? Ss: on, on, on, on the desk.T/S: Where is my pencil case? Ss: on on on, on the desk.T/S: Where is my ruler? Ss: on on on, on the pencil case Step4 PresentationT: Where is my book? (Teacher is looking for it )T: Er-eh! Where is my book?T: On your desk?T: On your chair?T/S: Oh, look！It’s under the chair.T: Under, under (Read and show the word card un-der) Under， under， under the chair. (Ss read it )T: where is my book? Ss：under，under，under the chair. Like this teach the preposition in and toy car/ in the toy box T: It’s a toy car. I have a toy car too. (toy car )B-oy, boy, t-oy, toy, toy, toyT：I have many toys. Toy bear. Your turn! (Ss do)Put it in the box. Toy boat, I put it in the box.T：Now, I have a toy box. (Teach toy box)It’s in the toy box.T: Toy … , It’s in the toy box.T:Take out a toy，put it on the box。
PEP小学英语三年级下册第四单元《Unit4 Where is the car？》A Let’s Learn 教案
三年级下册第四单元第1课时Unit4 Where is the car?A Let’s Learn【学习目标】1.知识目标：1.能听、说、认读介词in、on、under和单词chair、desk。
2能熟练运用句型：Where is the…？It's in /on/under the…3.能听懂指令语并能按照指令做出动作。
2.能力目标：能正确灵活使用询问方位的主句型Where is the...? It’s on/ in/ under...并能在情景中恰当运用。
3.情感态度：1.培养学生爱护教室及书房的整洁卫生；2.培养学生上学前收拾好自己的书包，带好学习用品。
【重点难点】听说认读本课的单词in, on, under, chair, desk.并能正确灵活运用Where is the...? It’s on/ in/ under...2、主句型Where is the...? It’s on/ in/ under...的灵活运用。
【教学步骤】Ⅰ.warm up1.Greetings .T: Good afternoon, boys and girls.Ss: Good afternoon, Amy.T: How are you today?Ss: I’m fine, thank you.T: I’m fine too. It’s a great day, right? Work harder.And you are divided into 2 groups, Group A and Group B. If you do well, you can get a star, like this. Twinkle, twinkle , little star. So come on!T: Today we are gonna learn Unit 4 Where is my car?(此处教读car，发音渗透，c-ar, 动作展示开车的样子及声音，然后出示实物。
【人教pep版】三年级下册英语教案：Unit4教案(英文版)
Unit 4教课内容： Unit 4 Where is my car?(1)教课目和要求：Let ’ s talk Part ALet ’ s play PartB教课要点： The sentences of Part A教课点：方向的正确表达教课器具： Tape/recorder/pictures/things教课程：Step1: Revision1、Say out the animals.2、Revise the sentences.Step2:Learn the sentences1、Look at the pictures2、Listen to the tape3、Read the sentences after the recording4、Read the sentences together5、Group work6、PerformancesStep3: Let ’s playTry to say out in on under⋯⋯Step4: Listen and doStep5: Summary and homework板：Unit 4 Where is my car?Where is my car?In on under⋯..作部署：1、Listen to the tape2、Read the sentences教课后：学生学有趣，学得快。
教课内容： Unit 4 Where is my car?(2)教课目和要求：1、Learn the new words2、Try to listen and act.教课要点： the new words教课点： Let ’dos教课器具： Tape/recorder/pictures/things教课程：Step1: Revision1、Greetings2、Sing a song.Step2: Learn the new words1、Look at new cards.2、Learn the new words3、Listen to the tape4、Read the new words5、Guessing gameStep3: Let ’s do1、Look at the picture2、Listen and doStep4:Summary and homework板书设计：Unit 4 Where is my car?Bike jeep taxi bus look out 作业部署：1、Listen to the tape2、Read the words教课后记：学生对sentences习得较好。
(人教PEP)三年级英语下册教案 Unit4 第一课时
3.拓展练习：
T:Whatelse can you say?
Ss: pear /peach /grapes /oranges / grapes watermelon /apple/ banana /lemon /mango…
T: What do you like ?(What is yourfavouritefruit?
Ss: I like…….(Myfavouritefruit is …..)
T: Do you like ……?
Ss: Yes\ No.
当堂检测：
1.中英文连线。
apple西瓜
watermelon梨
peach桔子
除了这些还知道哪些水果类的单词？
拓展：lemon，mango，apple，banana尽可能的给学生时间把自己知道的单词说给同学听,老师适当教授。
2.在操练单词的过程中运用What can you see? I can seepeaches.Ilikeoranges.Doyou like watermelons?等句型操练单词,在此过程中渗透单词的复数，注意peaches ,oranges的发音。（根据学生掌握情况渗透lemon ,mango ,apple.）
（人教PEP）三年级英语下册教案Unit4
Unit 4 Do you like pears?第一课时
一、教学目标
1.知识目标：能够听说认读水果类单词：pear，peach，orange，watermelon .
2.能力目标：能用英语表达自己对水果的喜好。
人教PEP版三年级英语下册 Unit 4教案(一)
Unit 4 Where is my car?Part A教学内容Let’s talk Let’s play Let’s learn Let’s do Let’s spell（B Let’s sing）教学目标【知识目标】1.能够掌握A部分Let's learn中的三会单词和Let's talk中的重点句子；2.能够掌握Let's spell中元音字母o在闭音节中的发音规律并正确发音。
【能力目标】能用所学的词汇与句型“—Where is...？—It’s in/on/under...”来询问并回答物体的位置。
【情感目标】养成收拾自己的物品的好习惯。
教学重点1.掌握元音字母o在闭音节中的发音；2.掌握词汇on，in，under，chair，desk的听、说、认读；3.句型“—Where is ...？—It’s in/on/under ...”的运用。
教学难点 1.元音字母o在闭音节中的发音规律;2.会根据具体情境问答物品的位置；3.能听懂Let’s do部分的指令并做出相应的动作。
教学准备课本、录音机、磁带、相关单词卡片、相关文具、课件等。
课时安排3课时。
第一课时教学过程批注一、Warm-up & Revision1.游戏：Guess what it is.出示三个动物图片分别给三名学生看，学生看图描复习第三单元第二课时第三课时张大，舌头向后缩，双唇稍收圆。
教师给学生示范发音口型，学生学发音。
8.点学生读Read,listen and number.部分的八个单词，提醒学生注意字母o 的发音。
9.播放两遍Read,listen and number.部分的录音，完成题目。
播放第三遍录音，检查题目的答案。
10.教师在黑板上的四线格内慢速书写单词，学生观察抢答是什么单词。
解相应的发音知识，培养学生探索问题的能力。
作业设计在家庭作业本上规范地将本课单词各抄写两行。
板书设计Unit 4 Where is my car?box dog orange body在本单元的前三个课时，教授了字母o在闭音节中的发音，教授了三个方位介词及两个物品词汇，教授了如何问答物品的位置。
人教版PEP三年级英语下册第四单元教案
课堂教学设计方案第四单元第1课时主备人：投放日期2023年4月18日教学板书Unit 4 Where is my car?(A) Let's talkWhere is my（the）...?It's on(in)the...作业设计一、选择正确的图片，将其选项填入题前括号内。
( ) 1. in the book A. (麻烦找一张铅笔 B.夹在书里的图片)( ) 2. in the desk A. B. 画一张书在课桌里的图( ) 3. under the desk A. 书在课桌下图 B. 书在课桌里图( ) 4. under the pencil box A.书在文具盒下面 B. 书在课桌下面二、选择正确的单词补全句子。
( ) 1. Where ______ my book?A. isB. theC. are( ) 2. Let’s _______ home.A. goingB. to goC. go( ) 3.Silly ______!A.IB. meC. my教学反思课堂教学设计方案第四单元第2课时主备人: 投放日期2022/4/18Unit 4 Where is my car? (A) Let's learn on in under chair desk作业设计一、 将下列字母按正确顺序排列组成单词，并写在相应图片的下方。
1. e s k d 2. a c h i r 3. u d e r n 4. r l e r u二、根据图片选择正确的单词。
( ) 1.The pencil is ______ the book.A. inB. on( ) 2. The ruler is _______ the pencil box. A. on B. under( ) 3. The ______ is on the desk.A. bookB. pencil box( ) 4. The pencil box is ________ the bag. A. on B. in( ) 5. The book is under the ________.A. chairB. desk教学反思课 堂 教 学 设 计 方 案第四单元 第3课时 主备人 投放日期 2023年4月18日一次备课二次备课 第三课时 教学内容 (A) Let's spell这里需要五个图，每个小题后边放一个。
新人教PEP版小学三年级英语下册Unit 4 Period 1 Part A 优质教案
新人教PEP版小学三年级英语下册Unit 4Period 1Part A Let’s talk，Let’s play优质教案本课是第四单元的第一课时。
本课时的教学内容为A部分的Let's talk和Let's play两个环节。
Let's talk通过呈现约翰和张鹏放学收拾书包的场景引出句型“Let's＋动词原形.”“—Where is...？—It's in/on/under...”的学习。
Let's play呈现了吴斌斌和萨拉用单词卡片补全黑板上的句子“—Where is my ？—It's the .”的情景，让学生反复操练句型“—Where is...？—It's in/on/under...”，以达到巩固知识的目的。
知识目标1．能够运用句型“Let's＋动词原形.”邀请某人做某事；2．能够运用句型“—Where is...？—It's in/on/under...”询问并描述物品的位置；3．能够理解对话大意，并能用正确的语音、语调朗读对话；4．在教师的组织下积极参与课堂活动，完成课堂练习。
能力目标培养学生的口头表达能力和团结协作能力。
情感目标1．学会收纳物品，养成物品不乱放的良好生活习惯；2．增强学生的集体意识，培养学生的团队精神。
教学重难点1．能运用句型“—Where is...？—It's in/on/under...”询问并描述物品的位置；2．能够理解对话大意，并能用正确的语音、语调朗读对话。
在教学过程中，教师可以利用教室内的人及物品的位置关系来进行操练，让学生在熟悉的环境中以及真实的场景下运用句型，从而真正达到掌握重点句型的教学目的；教师通过播放音频或动画、师生问答、分角色表演等方式引导学生理解和朗读课文对话。
课件、钢笔、学习用品图片、单词卡片、三个纸盒。
Step 1：Warm-up1．教师播放三年级上册第一单元A部分Let's chant的音频，并让学生一边打拍子一边跟唱。